CASE STUDY OF BEST PRACTICE: INNOVATIVE PEDAGOGY AND INTEGRATED TECHNOLOGY

Mark Stuart McInnes

Abstract


This case study examines the design and implementation of an innovative Year 6 Humanities and Social Sciences (HASS) Civics and Citizenship lesson within an Australian primary school context. Drawing on multiliteracies pedagogy and gamification, the project integrates digital technologies—including Padlet and curriculum-aligned virtual tours—to foster student engagement, agency, and multimodal meaning-making. Informed by theories of multiliteracies, digital pedagogy, and ethical technology integration, the lesson moves beyond didactic instruction towards a student-centred, collaborative learning environment that reflects the complexities of contemporary digital societies. The project is situated within a broader discussion of algorithmic capitalism, teacher professional agency, and the ethical responsibilities associated with educational technology use, including student wellbeing, data privacy, and cognitive load. Using a bottom-up innovation lens supported by change management theory, the case study highlights the conditions required for sustainable pedagogical innovation, including leadership endorsement, peer collaboration, and ongoing professional learning. The findings suggest that when pedagogical intent leads technology selection, innovative practices can enhance conceptual understanding, critical thinking, and inclusion without compromising student safety or equity. This paper contributes to Australian educational discourse by offering an evidence-informed, ethically grounded model for integrating innovative pedagogy and technology in primary civics education.

 

Article visualizations:

Hit counter


Keywords


innovative pedagogy; multiliteracies; gamification in education; digital pedagogy; civics and citizenship education

Full Text:

PDF

References


Alhadi, A. K., & Mugaddam, A. H. (2024). Use of Padlet application in Saudi context: Students'’ perception and classroom application. Eurasian Journal of Applied Linguistics, 10(2), 215–225. https://doi.org/10.32601/ejal.10218

Allan, J., & Persson, E. (2016). Students’ perspectives on raising achievement through inclusion in Essunga, Sweden. Educational Review, 68(1), 82–95. https://doi.org/10.1080/00131911.2015.1058752

Also., S. (n.d.). Entrance to Australia Parliament House. Retrieved from https://openverse.org/image/42958438-e9af-4f7f-8275-e2031ba65dfd?q=Australia+parliament+house&p=4

Arochman, T., Margana, Ashadi, Sari, R., Manggolo, N. S. K. H., & Hasani, U. A. (2024). The views of students and pre-service teachers on using Padlet for mastery of grammar and writing skills in secondary education. Theory and Practice in Language Studies, 14(10), 3076–3085. https://doi.org/10.17507/tpls.1410.08

Australian Curriculum and Reporting Authority. (2025a). Humanities and social sciences: Civics and citizenship: Year 6. (Version 9.0). Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/learning-areas/hass-f-6/year-6?view=quick&detailed-content-descriptions=0&hide-ccp=0&hide-gc=0&side-by-side=1&strands-start-index=0

Australian Curriculum and Reporting Authority. (2025b). My school: Honeywood Primary: School profile. (Version 9.0). Retrieved from https://myschool.edu.au/school/52279

Australian Curriculum and Reporting Authority. (2025c). My school: Honeywood Primary: NAPLAN student results. (Version 9.0). Retrieved from https://myschool.edu.au/school/52279/naplan/results

Australian Curriculum and Reporting Authority. (2025d). Digital literacy. (Version 9.0). Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/digital-literacy?element=1&sub-element=DLIA

Australian Curriculum and Reporting Authority. (2025e). Digital technologies: Year 6. (Version 9.0). Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/learning-areas/digital-technologies/year-6?view=quick&detailed-content-descriptions=0&hide-ccp=0&hide-gc=0&side-by-side=1&strands-start-index=0

Barow, T., & Berhanu, G. (2021). Inclusive education in Sweden: Policy, politics and practice. In N. B. Hanssen, S.-E. Hansén, & K. Ström (Eds.), Dialogues between Northern and Eastern Europe on the development of inclusion: Theoretical and practical perspectives (pp. 35–51). Routledge. Retrieved from https://gup.ub.gu.se/publications/show/304476

Beckman, K., Apps, T., Bennett, S., Dalgarno, B., Kennedy, G., & Lockyer, L. (2021). Self-regulation in open-ended online assignment tasks: the importance of initial task interpretation and goal setting. Studies in Higher Education, 46(4), 821–835. https://doi.org/10.1080/03075079.2019.1654450

Blume, C., & Bündgens-Kosten, J. (2023). The role of digitality for neurodivergent English language learners: Agency and well-being within and outside the ELT classroom 1. Arbeiten aus Anglistik und Amerikanistik, 48(2), 213-237. https://doi.org/10.24053/AAA-2023-0012

Bond, M., Bedenlier, S., Marín, V. I., & Händel, M. (2021). Emergency remote teaching in higher education: Mapping the first global online semester. International Journal of Educational Technology in Higher Education, 18, Article 50. https://doi.org/10.1186/s41239-021-00282-x

Cardona, H., Lara-Alvarez, C., Parra-González, E. F., & Villalba-Condori, V. (2023). Virtual tours to facilities for educational purposes: A review. TEM Journal, 12(3), 1725–1731. https://doi.org/10.18421/TEM123-55

Cazden, C., Cope, B., Fairclough, N., Gee, J., Kalantzis, M., Kress, G., Luke, A., Luke, C., Michaels. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60–92. https://doi.org/10.17763/haer.66.1.17370n67v22j160u

Christ, T., Wang, C., Chiu, M., & Cho, H. (2019). Kindergartener's meaning making with multimodal app books: The relations amongst reader characteristics, app book characteristics, and comprehension outcomes. Early Childhood Research Quarterly, 47, 357–372. https://doi.org/10.1016/j.ecresq.2019.01.003

Cliffe, A. D. (2017). A review of the benefits and drawbacks to virtual field guides in today'’s geoscience higher education environment. International Journal of Educational Technology in Higher Education, 14(28). https://doi.org/10.1186/s41239-017-0066-x

Cope, B., & Kalantzis, M. (2009). "Multiliteracies”: New literacies, new learning. Pedagogies: An International Journal, 4(3), 164-195. https://doi.org/10.1080/15544800903076044

Cope, B., & Kalantzis, M. (2025). New Learning Online: Visual Overview Multiliteracies in Infographics. Retrieved from https://newlearningonline.com/multiliteracies/visual-overview

Dehghanzadeh, H., Farrokhnia, M., Dehghanzadeh, H., Taghipour, K., & Noroozi, O. (2023). Using gamification to support learning in K–12 education: A systematic literature review. British Journal of Educational Technology, 55(1), 34–70. https://doi.org/10.1111/bjet.13335

Department of Education, Western Australia. (2019). Duty of care for public school students policy (Version 2.8). https://www.education.wa.edu.au/web/policies/-/duty-of-care-for-public-school-students-policy

Duchesne, S., & McMaugh, A. (2019). Educational psychology: For learning and teaching (6th ed.). Cengage. Retrieved from https://books.google.com.jm/books?id=RQ9xDwAAQBAJ&printsec=frontcover&source=gbs_vpt_read#v=onepage&q&f=false

Engeness, I., & Gamlem, S. M. (2025). Agency in Digital Education: Empowering Students and Teachers in Technology-Rich Learning Environments. Education Sciences, 15(8), 1051. https://doi.org/10.3390/educsci15081051

Englund, C., Olofsson, A. D., & Price, L. (2017). Teaching with technology in higher education: Understanding conceptual change and development in practice. Higher Education Research & Development, 36(1), 73–87. https://doi.org/10.1080/07294360.2016.1171300

Falloon, G. (2023). Twelve years of iPads and apps in schools: What conditions support effective practices in K–6 classrooms? Frontiers in Education, 8, Article 1122522. https://doi.org/10.3389/feduc.2023.1122522

Fleet, A. (2020). Planning, programming and embedding curriculum. In B. Gobby & R. Walker (Eds.), Powers of curriculum: Sociological perspectives of curriculum (pp. 421-442). Oxford University Press.

Francom, G. M., & Moon, A. L. (2018). Enhancing educational technology confidence among teacher candidates: Benefits of and lessons learned from a 1:1 device university-elementary school partnership. Journal of Information Technology Education: Research, 17, 423-440. Retrieved from https://www.proquest.com/scholarly-journals/enhancing-educational-technology-confidence-among/docview/2155998042/se-2

Frost, D., & Ackrill, R. (2025). The multiple dimensions of curriculum mapping: Designing a comprehensive outcomes-based framework. London Review of Education, 23(1), 17. https://doi.org/10.14324/LRE.23.1.17

Fuchs, K. (2024). Challenges with gamification in higher education: A narrative review with implications for educators and policymakers. International Journal of Changes in Education, 1(1), 51–56. https://doi.org/10.47852/bonviewIJCE32021604

Fullan, M. (2007). The new meaning of educational change (4th ed.). Teachers College Press. Retrieved from https://michaelfullan.ca/books/new-meaning-educational-change/

Gikas, J., & Grant, M. M. (2013). Mobile computing devices in higher education: Student perspectives on learning with cellphones, smartphones, and social media. The Internet and Higher Education, 19, 18–26. https://doi.org/10.1016/j.iheduc.2013.06.002

Göransson, K., Lindqvist, G., Möllås, G., Almqvist, L., & Nilholm, C. (2017). Ideas about occupational roles and inclusive practices among special needs educators and support teachers in Sweden. Educational Review, 69(4), 490–505. https://doi.org/10.1080/00131911.2016.1237477

Hidayat, S., Lovita, I. D., Zakiyah, Z., Mimin, & Nurpratiwi, A. (2022). The effectiveness of online learning using Zoom meetings at elementary schools. International Journal of Technology in Education and Science, 6(4), 559–568. https://doi.org/10.46328/ijtes.367

Howell, J. (2019). Teaching with ICT: Digital pedagogies for collaboration and creativity. Oxford University Press. Retrieved from https://www.oup.com.au/books/higher-education/education/9780195598391-teaching-with-technologies

Huot, S., Loch, S., Nget, R., & Em, S. (2025). Exploring multiliteracies in the digital era: A framework for 21st-century learning. Cambodian Journal of Educational and Social Sciences, 2(1), 7–27. https://doi.org/10.69496/cjess.v2i1.50

Hussein, A. A. (2024). Innovative teaching methods enhancing engagement and learning outcomes. Al-Iraqa Foundation for Culture and Development. Retrieved from https://www.researchgate.net/publication/382241063

Jill, L., Tan, S., Azman, E., W, & Samsudin, N. (2025). Designing pedagogy for multimodal oral presentation skills through a responsive case study. International Journal of Learning, Teaching and Educational Research, 24(9), 252–279. https://doi.org/10.26803/ijlter.24.9.13

Kalantzis, M., & Cope, B. (2008). Digital communications, multimodality and diversity: Towards a pedagogy of multiliteracies. Scientia Paedagogica Experimentalis, 45(1), 15–50.

Kalantzis, M., & Cope, B. (2010). The teacher as designer: Pedagogy in the new media age. E-Learning and Digital Media, 7(3), 200–222. https://doi.org/10.2304/elea.2010.7.3.200

Karkar Esperat, T. M. (2024). Multiliteracies in teacher education. Oxford Research Encyclopedia of Education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.1890

Kobayashi, S. (2024). Enhancing ICT-based international interactions: Impact of Zoom and Padlet on willingness to communicate, international posture, and speaking proficiency. Technology in Language Teaching & Learning, 6(2), 1–18. https://doi.org/10.29140/tltl.v6n2.1248

Laid, S. M. T., & Adlaon, M. S. (2025). A systematic review of innovative teaching strategies in science: Exploring hands-on learning, technology integration, and student-centered approaches. Acta Pedagogia Asiana, 4(2), 101–114. https://doi.org/10.53623/apga.v4i2.645

Li, M., Ma, S., & Shi, Y. (2023). Examining the effectiveness of gamification as a tool promoting teaching and learning in educational settings: A meta-analysis. Frontiers in Psychology, 14, Article 1253549. https://doi.org/10.3389/fpsyg.2023.1253549

Lin, P.-H., Huang, L.-R., & Lin, S.-H. (2022). Why teaching innovation matters: Evidence from a pre versus peri COVID19 pandemic comparison of student evaluation data. Frontiers in Psychology, 13, 963953. https://doi.org/10.3389/fpsyg.2022.963953

Lun Wu, M., Zhou, Z., Li, L. (2023). The effects of a gamified online course on pre-service teachers' confidence, intention, and motivation in integrating technology into teaching. Education and Information Technologies, 28(10), 12903-12918. https://doi.org/10.1007/s10639-023-11727-3

Maddahi, Y., Near, C., Lee, R., Bakatsias, D., Masters, H., Henderson, S. (2025). From resistance to engagement: Factors that influence student outcomes in team-based learning. Research Square. https://doi.org/10.21203/rs.3.rs-6658854/v1

Mehta, K. J., Miletich, I., & Detyna, M. (2021). Content-specific differences in Padlet perception for collaborative learning amongst undergraduate students. Research in Learning Technology, 29, Article 2551. https://doi.org/10.25304/rlt.v29.2551

Mirhosseini, S.-A., & Emadi, A. (2022). Words belong to ourselves: Multiliteracies pedagogy in English language education. The Journal of Educational Research, 115(1), 75–86. https://doi.org/10.1080/00220671.2022.2029807

Moudatsaki, E., Marín-López, I., & Luque-González, R. (2025). ADHD wiki collaborate programme: Fostering ADHD students’ cooperative and social skills using Web 2.0 Tools. Psicología Educativa, 31(2), 121-128. https://doi.org/https://doi.org/10.5093/psed2025a18

Mouta, A., Torrecilla Sánchez, E. M., & Pinto Llorente, A. M. (2025). Comprehensive professional learning for teacher agency in addressing ethical challenges of AIED: Insights from educational design research. Education and Information Technologies, 30, 3343–3387. https://doi.org/10.1007/s10639-024-12946-y

Mutuota, M. (2024). Equity and exclusion in Kenyan schools: Navigating neoliberal education reform. Journal of Comparative and International Education. Retrieved from https://www.ajol.info/index.php/saje/article/view/268897

Ng, D., Ng, R. & Chu, S. (2023). Engaging students in virtual tours to learn language and digital literacy. Journal of Computers in Education, 10(3), 575–602. https://doi.org/10.1007/s40692-023-00262-2

Organisation for Economic Co-operation and Development. (2023). Indicators of inclusion in education: A framework for analysis (OECD Education Working Paper No. 300). Retrieved from https://www.oecd.org/education/indicators-of-inclusion-in-education-working-paper-300.htm

Parliament of Australia. (n.d.). Parliament of Australia: Explore Parliament House on a guided tour: Go on a Virtual Tour. https://virtualtour.aph.gov.au/#

Peters, M. A. (2020). An educational theory of innovation: What constitutes the educational good? Educational Philosophy and Theory, 52(10), 1016–1022. https://doi.org/10.1080/00131857.2019.1699992

Phillips, R. (2007). Pedagogical, institutional and human factors influencing the widespread adoption of educational technology in higher education. Australasian Journal of Educational Technology, 23(4), 1–16. Retrieved from https://www.researchgate.net/publication/267855603_Pedagogical_institutional_and_human_factors_influencing_the_widespread_adoption_of_educational_technology_in_higher_education

Robert, J., Muscanell, N., McCormack, M., Pelletier, K., Arnold, K., Arbino, N., Young, K., & Reeves, J. (2025). 2025 EDUCAUSE Horizon Report: Teaching and learning edition. EDUCAUSE. Retrieved from https://library.educause.edu/resources/2025/5/2025-educause-horizon-report-teaching-and-learning-edition

Robinson, H., Al-Freih, M., & Kilgore, W. (2020). Designing with care: Towards a care-centered model for online learning design. The International Journal of Information and Learning Technology, 37(3), 99–108. https://doi.org/10.1108/ijilt-10-2019-0098

Rogers, E. M. (2003). Diffusion of innovations (5th ed.). Free Press. Retrieved from https://books.google.ro/books/about/Diffusion_of_Innovations_5th_Edition.html?id=9U1K5LjUOwEC&redir_esc=y

Selwyn, N. (2020). Should robots replace teachers? AI and the future of education. Polity Press. Retrieved from https://research.monash.edu/en/publications/should-robots-replace-teachers-ai-and-the-future-of-education/

Smith, K., Mansfield, J., & Adams, M. (2025). Learning from a dilemma: The opportunities online teaching provided for teacher growth and development. The Australian Educational Researcher, 52, 95–113. https://doi.org/10.1007/s13384-024-00704-5

Steinkuehler, C., & King, E. (2009). Digital literacies for the disengaged: creating after-school contexts to support boys' game-based literacy skills. On the Horizon, 17(1), 47-59. https://doi.org/https://doi.org/10.1108/10748120910936144

Tan, J. P.-L., & McWilliam, E. L. (2009). From literacy to multiliteracies: Diverse learners and pedagogical practice. Pedagogies: An International Journal, 4(3), 213–225. https://doi.org/10.1080/15544800903076119

Tharayil, S., Borrego, M., Prince, M. (2018). Strategies to mitigate student resistance to active learning. IJ STEM 5, 7. https://doi.org/10.1186/s40594-018-0102-y

Tolomea (n.d.). Westminster. Retrieved from https://openverse.org/image/4fe6f2f3-8345-4a3f-b7a3-e2fa371aa3c5?q=Westminster&p=63

Triantafyllou, S. A., Georgiadis, C., & Sapounidis, T. (2025). Gamification in education and training: A literature review. International Review of Education, 71(4), 483–517. https://doi.org/10.1007/s11159-024-10111-8

UK Parliament. (2025). UK Parliament: Virtual Tour. Retrieved from https://virtualtour.parliament.uk/palaceofwestminster

University of Western Australia. (2019). Research: Impact shaping national and international educational measurement approaches and practices. Retrieved from https://researchimpact.uwa.edu.au/research-impact-stories/shaping-national-and-international-educational-measurement-approaches-and-practices/

Varkey, T. C., Varkey, J. A., Ding, J. B., Varkey, P. K., Zeitler, C., Nguyen, A. M., Merhavy, Z. I., & Thomas, C. R. (2023). Asynchronous learning: A general review of best practices for the 21st century. Journal of Research in Innovative Teaching & Learning, 16(1), 4–16. https://doi.org/10.1108/JRIT-06-2022-0036

Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and awareness. Teaching and Teacher Education, 24(1), 80–91. https://doi.org/10.1016/j.tate.2007.01.004

Wang, Y., Fan, S., Douglas, T., Parks, M., Coleman, B., Muir, T., Richey, S., McCarthy, R., Hicks, D., Li, W., & Brandsema, J. (2025). Padlet adoption to enhance multidisciplinary online and hybrid teaching and learning at an Australian university. Education Sciences, 15(9), 1165. https://doi.org/10.3390/educsci15091165

Watson, I. (2012). The universal machine: From the dawn of computing to digital consciousness. Copernicus Books. Retrieved from https://archive.org/details/universalmachine0000wats

Weller, M. (2020). 25 years of ed tech. Athabasca University Press. https://doi.org/10.15215/aupress/9781771993050.01

Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press. Retrieved from https://doi.org/10.1023/A:1023947624004

Williamson, B., Eynon, R., & Potter, J. (2020). Pandemic politics, pedagogies and practices: Digital technologies and distance education during the coronavirus emergency. Learning, Media and Technology, 45(2), 107–114. https://doi.org/10.1080/17439884.2020.1761641

Zeng, J., Sun, D., Looi, C.-K., & Fan, A. C. W. (2024). Exploring the impact of gamification on students' academic performance: A comprehensive meta-analysis of studies from the year 2008 to 2023. British Journal of Educational Technology, 55(1), 5–28. https://doi.org/10.1111/bjet.13471

Zeybek, G. & Saygı., J. (2024). Gamification in education: Why, where, when, and how? A systematic review. Games and Culture, 19(2), 237-264. https://doi.org/10.1177/15554120231158625




DOI: http://dx.doi.org/10.46827/ejes.v13i3.6534

Refbacks

  • There are currently no refbacks.


Copyright (c) 2026 Mark Stuart McInnes

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2026. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).